Lopez National Comprehensive High School

Lopez, Quezon

The Effectiveness of Information and Communications Technology (ICT) Empowerment in

Bridging the Digital Divide among the Senior High School Students of Lopez National
Comprehensive High School

I. CONTEXT AND RATIONALE

Focusing on use of the computer as an object of instruction, this paper provides a rationale
for teaching computer literacy and explores a variety of definitions for the term. Also discussed
are various curriculum approaches that are being developed to teach computer literacy content,
which include teaching the content in a separate course and the infusion of computer literacy skills
within an existing curriculum.
Microcomputers are responsible for the increased interest that educators have for using
computers as a method for delivering instruction and as an object of instruction. This paper,
focuses on using the computer as an object of instruction or as it is more commonly termed -
"Computer Literacy". The paper provides a rationale forteaching computer-literacy and explores a
variety of definitions. Also discussed are various curriculum approaches that are being developed
to teach computer literacy content. These approaches include teaching the- content in a separate
course and the infusion of computer literacy skills within an existing curriculum.

Finally, the paper addresses the problems that are resulting from this new effort curriculum
development, specifically, teacher training and equality of access to computer skills.

Technology provides students with multiple pathways to learning. As the number of

computers increase in classrooms, students are provided with immense opportunities to engage in
a variety of learning modalities (i.e., visual, auditory, and/or kinesthetic) during the learning
process (Lee & Vail, 2005). For computers to have an impact on childrens learning, computer
activities need to support overall educational goals. When technology is infused within the
curriculum, young learners are provided a set of learning tools to assist them in achieving
developmental academic goals across the curriculum (Judge, 2001).

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 Today, computers play a big role in education especially in developing countries like the
Philippines. According to Casiano (2007), computer has a capability for administrative and
managerial users, namely: easing enrollment procedures, preparing transcript of records, recording
grades, paying school fees, and others, as well as for teaching purposes. Moreover, it has given
way to the development of multi-media which is creating an exciting and very real interactive
learning environment.

Being computer literate gives the learner an opportunity to excel in rapidly changing
environment in technology. According to Reynolds (2007), computer literacy means being
knowledgeable about the capabilities of hardware and software and understanding how computers
and the internet can enhance students educational experiences.

The government and the education department has come up with plans for computer
literacy of learners as well as teachers. According to Carandang (2010), Senator Angara urged the
incoming administration to legislate an integrated computer education. He also proposed the
creation of the Board of Computer Education. The proposed board will promote the Build-Operate-
Transfer (BOT) scheme of the program, which is facilitating the computer literacy training of
teachers. Angara also urged to integrate computer subjects in private and public schools from
elementary up to high school; providing materials and equipment to be used in implementing
computer literacy. They are making laws and bills like House Bill No. 632 introduced by Senator
Escudero (2003), an act to integrate a computer education program into the educational system
and for other purposes, for pursuing the objectives in achieving goals for better quality education.

In schools, some books used by teachers have additional information and useful links that
can be accessed in the internet. There are times that the researcher integrates academic subjects for
the hands-on activity of students in their computer subject. If the teachers know how to use
computer and its applications, it will be easy for them to understand the advantage of being
computer literate. Also, students will realize that the computer is not only for fun and entertainment
but for their own benefit. According to Carlson and Gadio (2002), educational technology is not,
and never will be, transformative on its own. It requires teachers who can integrate technology into

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the curriculum and use it to improve students learning. Teachers are the keys to how technology
is used appropriately and effectively.

II. REVIEW OF RELATED LITERATURE

Computer-Assisted Instruction

Over the past three decades, educational researchers have investigated the effects of
computer use on student achievement and attitudes. This area of research is expanding to include
computer applications in support of the academic curriculum (Lee & Vail, 2005; Simic, 1993).
Terms such as computer-based education (CBE), computer-based instruction (CBI), and
computer-assisted instruction (CAI) are commonly found in the literature. CBE and CBI often
refer to the general use of computers in the classroom setting. Such use may involve many facets
of instruction and can utilize a variety of computer technologies and applications (e.g., databases,
drill and practice, Web quests). CAI is used when describing more specific applications such as
drill-and-practice, tutorials, or simulation activities offered either as a stand-alone activity or
supplemental activities to enhance teacher-directed instruction (Cotton, 1991). A summary of 59
CAI research studies compiled by Cotton provides insight into the benefits and effects of CAI. A
few of the research findings shared by Cotton include: (a) The use of CAI as a supplement to
conventional instruction produces higher achievement than the use of conventional instruction
alone; (b) students learn material faster with CAI than with conventional instruction alone; (c) CAI
is beneficial for younger students; (d) CAI is more beneficial for lower-achieving students than
higher-achieving students; (e) students with disabilities achieve at higher levels with CAI than
with conventional instruction alone; (f) students fondness for CAI activities centers around the
immediate, objective, and positive feedback provided by these activities.

Hall, Hughes, and Filbert (2000) further investigated the effects of CAI on reading
instruction for students with learning disabilities. Their research found: (a) the CAI software used
in research studies where students made significant gains involved software that was carefully
designed to incorporate systematic instructional procedures found to be effective in reading
instruction (i.e., explicit, strategic, and scaffolded instruction, engaged time, success rate, and
corrective feedback); (b) research reinforces the need to apply systematic, elaborate corrections

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for students to learn efficiently and effectively; and (c) the application of CAI as supplemental
activities to teacher-directed instruction had significant outcomes favoring CAI over other
interventions such as additional traditional teaching and workbooks.

Mioduser, Tur-Kaspa, and Leitner (2000) investigated specific features of computer

technology related to targeted outcomes regarding childrens acquisition of early reading skills.
This research involved 46 at-risk kindergarten children. Software used in this study allowed
concrete manipulation of letters and word components in activities and games involving the
decomposition, re-composition and creation of words. Findings identified key features of the
software learning environment, which were relevant to building early reading skills. Such features
involved the concrete manipulation of language entities through the act of touching, hearing,
seeing, constructing, playing and replaying auditory constructs. The features also held substantial
potential for assisting young children to acquire needed skills in reading.

- Cotton, K. (2011). Computer-assisted instruction. Northwest Regional Educational

Laboratory School Improvement Research Series (SIRS). CloseUp #10. Retrieved
September 18, 2006,from http://www.nwrel.org/scpd/sirs/5/cu10.html

A Spectrum of Literacies

Computer literacy has been defined in a myriad of ways (Anderson, 1982; Lockheed, 1983; Barger,
1984). A simple, yet elegant, way to regard it is the ability to achieve desired outcomes via a
computer. The tasks comprising computer literacy vary from environment to environment.
Engineering students, for example, may need to learn to produce statistical analyses and work with
spread sheets. Foreign language majors are more likely to need to learn how to use multilingual
text editors, spelling checkers, and online concordances. For general users, computer literacy can
be said to have three components:

- understanding basic computing principles,

- knowing how to use at least one computer operating system, and
- proficiency with one or more software programs.

More importantly, however, computer literacy is related to a broader concept

of information literacy (Blake & Tjoumas, 1990; Larsen, 1997) which can be described as

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understanding how to assess, interpret, and generate meaningful responses to volumes of data.

Language literacy is an important component of both computer and information literacy.

Despite advances in voice recognition technology, the ability to handle alphanumeric data a large
portion of which is likely to be in English remains paramount in developing computer skills. For
some foreign language students, language literacy is perhaps the major hurdle to computer literacy.
To some extent this hurdle can be bypassed by translation language software. Nova's Net Surfer/ej
or Fujitsu's ATLAS are two programs designed to make foreign language environments more
native for Japanese. In my classes, I prefer an approach in which all key software is in English, but
the OS in Japanese. Foreign language teachers should carefully consider how "foreign" or "native"
their computer classes are to be.

Computer Literacy: Key Concepts

To use a computer effectively, a number of terms and concepts must be understood. One
central concept involves computer memory. The distinction between random access, virtual, and
hard disk memory represents a new concept for most students. Creative use of metaphor and direct
demonstration are two ways of teaching unfamiliar concepts and vocabulary. Table 1 lists some
basic metaphors for teaching computing concepts.

Some computer literacy programs regard the computer as a "black box" and focus entirely
on specific applications; others provide a detailed theoretical and technological background. For
EFL students who are not computing or information science majors, I prefer to offer a brief
background of key computer points, then concentrate on practical tasks. In a social context, it is
important to not only achieve tasks via a computer, but also be able to describe what you have
achieved. For that reason, becoming familiar with basic computer terminology and concepts is
important.

o Anderson, C. A. (2013) Computer Literacy: Rationale,

Definition and Practices. Paper presented at a
Satellite Teleconference on Microcomputers in
Education. (Austin, TX, Oct. 28-29, 1982). ERIC
Document #ED228983.

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Surveys Regarding ICT Use

ICT adoption in the Philippines, as in other developing nations, is relatively recent and has
limited coverage. It is, therefore, understandable that examinations of the extent of use are limited
as well. A presentation by Labe of DECS cited some broad national statistics on the pervasion of
computer technology (34). She said that 71% of private elementary schools and 70% of private
secondary schools have computers for administration and teaching. On the other hand, only 7% of
public elementary schools and 45% of public secondary schools have ICT resources. Six percent
of public elementary schools use their computers solely for administrative purposes, while the
remaining 1% use theirs for both administration and education. Unfortunately, Labe did not
elaborate further. In line with the Southeast Asian Ministers of Educations (SEAMEO) Regional
Center for Education in Science and Mathematics (RECSAM), Roxas and Marinas gathered
information about the availability of computer technology in Filipino schools, computer
technologys current and intended uses, the status of computer technology in the curriculum, and
the attitudes of principals and teachers (47). The researchers began the study in December 1986
and completed it in February 1988 (47). The survey included 80 out of 3,357 schools nationwide
(47). It was not possible to sample representative schools from all regions because few public
schools had computers at the time (47). In their report, Roxas and Marinas cited another study that
the Curriculum Division of the Bureau of Secondary Education conducted in 2006 (47). The 2006
study surveyed high schools within the National Capital Region (NCR) and nearby areas. The
study revealed that 46% of schools surveyed had fewer than five computer units, while 33% had
more than ten (47). Seventy one percent of respondents opened computer classes after 2014 (47).
In 67% of schools these courses were electives, while in 44% they were open to high school seniors
only (47). These and similar surveys were valuable because they documented how schools used
limited ICT resources. As of 2009, elementary schoolchildren gained exposure to ICT by creating
programs using Logo2 (47). These computer awareness courses are normally sponsored by private
computer education centers during the summer break (47). An earlier survey by Capalad (47)
gathered data from primary and secondary schools throughout the country. Of the 63% of schools
with computers, other findings by Capalad (47) were as follows:
70% were private schools
31% integrated ICT into math, science, and other courses

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 89% offered a separate computer literacy subject
30% used computers as teaching aids
20% used computers in co-curricular activities
A national survey conducted by the New Educational Technologies (NET) Foundation in
2006 showed increases in ICT diffusion and changes in utilization. At the elementary level, about
one-third of public and private schools surveyed offered computer education as a separate course
(37). Fifty percent (50%) of public schools and 21% of private schools used computers as an
instructional component of an existing subject area (37). The term component was not
qualified. Among high schools, about one-half of the schools surveyed offered computer education
as a separate subject, while 47% of public schools and 13% of private schools used ICT as part of
another subject (37). A study of computer use in a premier elementary school further emphasized
the recent and limited introduction of ICT in Philippine education. The school introduced
computers to grade 6 and 7 students in 2003 and only opened the classes to grades 4 and 5 in 2006
(48). Over the course of one semester, each computer class met once a week for 80 minutes (48).
The curriculum was limited to Logo programming (48). Students suggested that the curriculum be
expanded to include the use of productivity tools and the Internet (48). They also suggested that
computer classes be conducted throughout the school year and that the classes meet twice a week
for a total of 120 minutes (48). As of this writing, another nationwide survey is ongoing. Project
CARES of the Senate Committee on Education in cooperation with the DECS began a survey to
determine the present use and curricular inclusion of ICT in all public elementary and secondary
schools (17). The results of the survey will be the basis of legislative actions towards the
modernization of basic education.
INFORMATION AND
COMMUNICATION TECHNOLOGY
USE IN PHILIPPINE PUBLIC AND
PRIVATE SCHOOLS, Ma. Mercedes T.
Rodrigo, Department of Information
Systems and Computer Science, Ateneo
de Manila University, Quezon City; 2010

Insufficient Teacher Preparation

Finally, teacher preparation is insufficient. Some teacher training programs emphasize use
of specific software packages but overlook the integration of ICT in curriculum (30). Others

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provide teachers with training in integration, but not in computer literacy. One public school
teacher noted that she was asked to teach a mathematics class using mathematics software, after
only one day of training. Prior to that one-day session, she had no previous exposure to ICT.

If teachers venture to use ICT without adequate training, they are likely to do so
erroneously. A Physics teacher of a private secondary school in Metro Manila attempted to
demonstrate the Doppler Effect using the Microsofts Sound Recorder tool. A microphone was
attached to her computer. She asked one of her students to produce a sound about 10 feet away
from the microphone. She then asked the student to move directly in front of the microphone and
then produce the sound again. In both instances, the teacher recorded the sounds. She then
instructed her class to examine the sound files and relate their observations to the Doppler Effect.
There were several flaws in the way the experiment was conducted.

First, the Doppler Effect refers to the shifting of a sounds frequency depending on the
relative motion of the sounds source. As a sound source moves closer to the observer, the
frequency of the sound is higher. As the sound source moves farther away, the frequency becomes
lower. It is essential, therefore, for the source of the sound to be in motion for frequency to change.
In the case of this demonstration, the sounds source was stationary; therefore, there was no
Doppler Effect. Second, the choice of tools was inappropriate. The Sound Recorder of Microsoft
is not the correct tool to show differences in frequency. The sound waves are too small and too
compressed for the observer to see distinctions.

W. T. S. Gould, Global patterns

of education in People and
Education in the Third World
(Longman Scientific and
Technical, England, 2013), pp.
31-59.

In study of Famor (2005), the use of ICT in education has become a critical factor to ensure
that a countrys workforce is skilled and prepared to meet the challenges of development and
global employment opportunities. Thus, as ICT becomes part of the Philippine basic education
landscape, the inclusion of basic learning competencies in computers to educate our Filipino

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learners so that they can be globally competitive and raise their personal and national esteem, and
realize a progressive life will be no less than strategic.
The study made by Dollado (2002) showed that teachers and administrators of Calbayog
Pilot Central School had a minor knowledge in computer in terms of concepts; also they lacked
trainings in terms of computer.
Based on Cajilin study (2009), the data collected on ICT training programs revealed the
scarcity of professional development opportunities. In her example, out of 111 teachers only 30%
were able to attend ICT training programs that were spread over a 15-year period, from 1994 to
early 2009.
Valenzuela (2005) piloted a study to classify technology orientation in terms of awareness
and utilization and the perceived teachers competence in technology at the Dasmarinas National
High School, Cavite. The respondents of the study were 116 non-computer teachers. The
questionnaire was the main tool in gathering the data in order to solicit responses for the following
areas: technology orientation in terms of awareness, utilization and the teachers competency in
technology. The data gathered were analyzed using the following statistical treatments: mean,
standard deviation, correlated t-test. The results of the computations were the following:
The overall mean on the technology of awareness of teachers was 1.81, which means that
the respondents were aware on the use of technology to a little extent only. The overall mean of
technology utilization was 1.88, which means that the respondents seldom utilized technology in
their teaching. The overall mean of utilization and competence items showed a correlated t-text
value of .899. The findings revealed that there was a positive and moderate to high significant
correlations between utilization and competence. This implied that the more teachers use
technology applications and operations the more they become competent in technology.
The DOST conducted a survey of schools that gathered baseline data on schools
Mathematics and Science teachers and the extent of the schools use of ICT for instruction and
other purposes. The survey, which covered 4,310 public schools, used the following indicators:
(1) The percentage of computers used for instruction and the percentage of computers used for
administrative work, (2) The percentage of classes (by subject types) that used computers in
instruction, (3) The percentage of schools that engaged on outside technical to maintain the
computer system, (4) Percentage of schools with telephone lines, (5) Observation of teacher and

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student practice and (6) Interviews of innovative teachers on practices (teacher and student) related
to innovation, problems, solutions and prospects for sustaining and continuing innovation.
The following were identified as key problem areas for implementing ICT in basic
education:
1. Teachers fear of the technology;
2. School principals closed mindset to and non-appreciation of ICT in education;
3. Constraints of the annual education budget;
4. Maintenance of ICT resources and lack of technical staff;
5. Limited availability of education software and courseware.

In study of Tinio (2002), respondents were asked to rank what they perceived to be the five
biggest obstacles to their schools use of ICT for teaching and learning. Rankings were consolidated
and mean ranks were computed. Lack of enough computers is the single biggest obstacle. All other
issues have mean rankings considerably lower than this. Lack of enough technical support for
operating and maintaining ICT resources and the lack of teacher training opportunities are
considered barriers to change as well. So too are the lack of space for computers and the general
lack of funds for operations, including maintenance of equipment, purchase of supplies, and
electricity.

Relationship of the Reviewed Literature and Studies with Present Study

Lee (2003) cited anticipations to the incorporation of ICT in education and were eventually
used by the researcher as guideposts regarding possible perceptions of teachers to the issue.
The present study finds similarities to the works of Jones (2003) wherein he stated that
students need to have mastered a basic level of computer literacy for them to take advantage of the
pedagogical and perfunctory upgrades that it could bring.

Corbels (2004) writings, just like Jones, focused on why teachers need computer literacy
skills. Teachers serve as the most direct agent of the entire educational system. If armed with
functional computer knowledge, they possess the potentials to transform themselves into role

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models who may influence their students towards developing positive orientations and attitude
regarding the usefulness of computers.
The study conducted by Dollado (2002) and Cajilin (2009) tried to assess the computer
knowledge and skills of the teachers and administrators of the school respondents. The results of
their works highlighted the dismal level of computer literacy amongst surveyed school
administrators and teachers. These corpora strengthen the desire of the researcher to investigate
whether Holy Rosary Foundation has the same predicament and if such is the case, what may be
done to address the problem.
Razaks (2009) and Tinios (2002) works pointed out the possible reasons why teachers
lack computer literacy. Although Razak conducted his research in Malaysia, the results were
nevertheless useful in this present study, i.e. basically, those reasons are of systemic and attitudinal
in nature. Through awareness and underscoring the importance of addressing those potential
obstacles in initially blueprinting and consequently implementing an ICT program, the researcher
is purposively provided with a major leverage. Preemptive actions may be formulated to avoid the
incipience of potential problems.
The problems identified by Department of Science and Technology (DOST) in the course
of computer resources utilization and application provides the researcher invaluable insights on
the possible recurrence of same constraints in the conduct of this study.
The work of Akhtar (2010), on the other hand, suggested plans and policies in training
teachers on ICT which can be used for the proposal of the program. The researcher concurs with
his viewpoint of giving primacy to the provision of sound and holistic ICT programs such that
teachers may in turn become proactive leaders in spearheading innovations as regards to their craft.
The optimism that such an ICT training program will consequently make them become invaluable
assets of society in pursuit of development furthers the researchers zealous motivation to proceed
with this study.
Recognizing the educational enterprise as an open system, Rodriguez (2007) cited the
importance of positively involving other societal sectors that may influence the success of
integrating technology in education. This will certainly help the researcher in planning for the
program that he aspires to bring into fruition.

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 Valenzuelas (2005) study ran similar to the present study as regards to research design
and instruments used, in the sense that both studies aimed to determine teachers technology
awareness.

III. RESEARCH QUESTIONS

This study determines the effectiveness of ICT empowerment among the Senior High
School Students of Lopez National Comprehensive High School, specifically will answer the
following problems:

1. Level of ICT skills and knowledge of Senior High School Students from various
tracks:
a. Accountancy, Business and Management Strand (ABM)
b. General Academic Strand (GAS)
c. Science, Technology, Engineering and Mathematics Strand (STEM)
d. Humanities and Social Sciences (HumSS)
e. Technical-Vocational and Livelihood Track
a. AFA
b. HE
c. ICT
f. Sports Track
2. Why is digital divide existing between the tracks of senior high school? What are the
causes?
3. What are the equipment-specific trainings had the students undergone since Junior
High School?
4. Is there an existing official policy statement about innovation within the school in
student-learning methods?
5. Confidence level of students in using word processing, spreadsheet, presentation and
internet applications.
6. Experience on the use of technology specifically, computer and internet, its importance
and advantages in learning/studying.

7. How are ICTs actually being used in education?

8. What is the impact of ICTs on student motivation and engagement for learning?

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Glossary
Autonomy of Use: The freedom to use technologies when, where and how one wishes

Digital Divide: The gap between those who have access to digital technologies and those who do
not; or the gap between those who use digital technologies and those who do not understood in
binary terms distinguishing the haves from the havenots

Digital Inequality: A refined understanding of the digital divide that emphasizes a spectrum of
inequality across segments of the population depending on differences along several dimensions
of technology access and use

Online Skill: The ability to use the Internet effectively and efficiently

Portal: a Web site that primarily presents itself as a one-stop point-of-entry site to the content of
the Web

Universal Service: Policy to ensure that everyone has affordable access to the telecommunications
network

IV. SCOPE AND LIMITATIONS

This study focused on the assessment of the computer literacy of Senior High School
Students of Lopez National Comprehensive High School with a total of 16 sections under different
strands. The findings were the basis for a proposed computer literacy program for Junior High
School students particularly in their developing years Grade 7 and 8. The study covered the
assessment of the students computer literacy in terms of general computer operations;
communication and the internet; word processing; spreadsheets; graphics. The respondents are the
total population of SHS Students under the following groups:

I. Academic Track
a. Accountancy, Business and Management (ABM) - 4 sections
b. General Academics Strand (GAS) 3 sections
c. Humanities and Social Sciences (HUMSS) 1 section
d. Science, Technology, Engineering & Mathematics (STEM) 2 sections
II. Technical-Vocational Track
a. Agri-Fishery Arts (AFA) 1 section
b. Home Economics (HE) - 2 sections
c. Information and Communications Technology (ICT) 1 section
III. Sports Track 1 section

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V. METHODOLOGY

To attain the objectives of the study, the researcher used the descriptive method. Jackson
(2007) says that in descriptive method the researcher used questionnaires distributed to the
respondents. After the questionnaires were distributed and answered the researcher retrieved the
questionnaires and collected the data. The researcher also asks questions to the respondents on a
topic or topics and then describing their responses.

INPUT
1. Profile of Teachers - Respondents
-Age -Computer Applications in Learning
-Gender -Computer Trainings Attended
-Educational -Ownership of Computer
Attainment -Number of Hours of Computer
-Years of Teaching Usage per Week

2. Assessment of Students in Computer Literacy

PROCESS
1. Problem Identification
2. Data Gathering
-Observation
-Interview
-Questionnaires
3. Analysis and Interpretation of Data
4. Drawing Conclusions

OUTPUT

1. Assessed Computer Literacy

of Students
2. Proposed Computer
Literacy Program (INFUSE)

Fig. 1 Research Paradigm

Data sources & analysis

Data Types & Collection Procedures: Research methods used, along with a brief description
of each are described below:

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 - Anecdotal Records: Detailed field notes (personal reflections and observations) were made
during class time, these include personal reflections and observations;

- Documentary Evidence: Films of each student engaged in a particular lesson, curriculum

materials, along with materials developed were collected and later coded;

- Research Progress Reports: Progress reports were produced collaborators in the project
commented on them. These were later used as a basis for our discussions.

Research Locale

In view of the researchers intention to contribute to the furtherance of ICT in his

workplace, and his desire to look into the real status of ICT among the students which guided him
in formulating and planning a computer literacy program, the researcher opted to conduct his study
at Lopez National Comprehensive High School.

Results

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VI. WORKPLAN

I. TITLE : Project INFUSE (Integrating New technology as Factor in

Upraising Scholastic achievements Effectively)

II. DESCRIPTION :

Basic Computer Literacy Program for Junior High School Students is an approach to equip
Lopez National Comprehensive High School with the basic skills in data encoding, manipulation
and application of computer programs, software in implementing computer-assisted instruction
and using basic internet skills. This skill can then help them in school related activities and projects
which will be needing computer-aided applications. At the same time, will also be beneficial for
the teachers to refresh the skill and be used in their teaching.

LEAD IMPLEMENTER : JENSEN RYAN T. LIM

SHS T-II

III. RATIONALE :

The guidelines for the effective implementation of K-12 Basic Education Program in the
Philippines clearly stated that the use of Information and Communication Technology in
instructions will help develop learners to be empowered in a rapid changing world (DepEd, 2015).
This directive of the department mandated all the public schools in the country to use learning
equipment and materials which includes computer programs that are educational, interactive and
experiential.

Studies showed that the use of computers and educational software in teaching has a
significant impact in learning outcomes (Fritz, 2013). Learners were highly motivated and focused
in any lesson which involves manipulation of computers and teachers act as facilitators of learning
rather than talking all throughout the lesson.

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THE SITUATION

Currently, 4 out of 10 students of Senior High School (SHS) of LNCHS have background
in basic data encoding, computer operation, presentation making and online collaboration. 3 out
of 16 sections can independently use these applications and has autonomy of use.

THE SOLUTION

Project INFUSE will then be injected in the Junior High School, Grades 7 and 8,
particularly, because these are the foundation levels in learning the use of ICT. So, when they
reached higher year levels up to SHS program they will be then proficient and can confidently use
a wide array of ICT in their learning process coping up with the requirements of the 21 st century
education.

IV. OBJECTIVES:

General Objective : Improve learners competencies through Project INFUSE

Specific Objectives :
1. Train learners from Grade 7 and 8 during their ICL
sessions.

2. Update the learners on new trends in learning process

using basic applications.

3. Maintain the taught skills and be able to share them to

others.

V. STRATEGIES/ ACTIVITIES:

STRATEGIES/ ACTIVITIES TIME FRAME

1. Scheduling of Sessions through June 2017
the chief adviser of G7 and G8
2. Conduct Sessions on the Scheduled during ICL sessions once a
Following: week per section
Basic Computer Handling
July to November 2017

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 STRATEGIES/ ACTIVITIES TIME FRAME
Introduction to MS
Application
Word Processor
Presentation Program
The Internet
3. Online research December 2017 to January 2018
4. Evaluation February 2018

VI. TARGET PARTICIPANTS:

Grade 7 and 8 learners

VII. VENUE : Enverga Bldg. LNCHS

VIII. ESTIMATED COST FOR THE TRAINING

None
IX. EXPECTED OUTPUT
Improved learners competencies in basic computer operations (data
encoding, manipulation and application of computer programs and
software and the internet)
Updated competencies of learners in ICT
Budgeted learning competencies of basic computer application incorporated in
the curriculum
Improved learning outcomes on computer operations.

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ACTION PLAN

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Angers, J. and Machtmes, K. (2005). An ethnographic-case study of beliefs, context factors, and
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Arimbuyutan, R. C. (October 2010). Assessment on Computer Literacy for College Faculty.
College of the Immaculate Conception, Cabanatuan City.
Asan, A. (2003). Computer Technology Awareness by Elementary School Teachers: A Case Study
from Turkey, Journal of Information Technology Education.
Baldauf, K. J. and Stair, R. M. (2009). The World of Information Technology.
Barry, L. et. al. (2004). The Best Teachers Test Preparation for the FTCE: Florida Teachers
Certification Examination, Research and Education Associate, Inc. United States of
America.
Belawati, T. (2004).Philippines ICT use in Education
Cajilig, N. G. (2009). Integration of Information and Communication Technology in Mathematics
Teaching in Metro Manila Public Secondary Schools. College of Education, University of
the Philippines, Diliman.

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 Prepared By:

JENSEN RYAN T. LIM

SHS T-II

Noted by:

CLEMENCIA V. CALUBAYAN
Department Head, TLE

Approved:

SIONY A. GABOTERO, Ed.D FAUSTINO V. PARRO

Secondary School Principal IV Public School District Supervisor
Lopez West

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